Introduction
Chapter 1 — Overview
A — Social Action's Role in U.S. Experiment in Democracy B — US College Social Action C — Benefits of Social Action for Students, Campuses, and Society D — The Vision: Bringing Social Action into the Classroom E — Overcoming Challenges of Teaching Social Action
Chapter 2 — Developing a Social Action Class
A — Academic Course vs Co-Curricular & B — Prerequisites C — Creating a Social Action Syllabus D — Teaching Style & E —Classroom Norms F — The Students G — Building Campus Allies and Community Partners H —The Role of Place & I —Each Semester vs Every Year (or Other Year) J — Using Mural Board (option)
Chapter 3 — Launching Student Campaigns
A — On Your Mark: Preparing Students for the Road Ahead B — Go! Students Choose Their Issue C — Get Set: Setting the Tone D — Change Theory E — Building Power F — Walking Tour G — Research: Historical Overview, Power Mapping, & Target Analysis H — Group Dynamics I — Strategy & Tactics J — Campaign Kickoff
Chapter 4 — Campaign Planning, Implementation, and Evaluation
A — Timeline & Campaign Plan B — Campaign Implementation: "Series of Actions" Begins C — Campaign Execution & Case Studies D — Campaign Evaluation E — Day of the Final: Campaign Notebook & Group Presentation
Chapter 5 — Where to Go From Here
A — Next Semester B — Mainstreaming Social Action C — Social Action Internship Program D — Pipeline to Jobs & Graduate School E — Status of Current Campaigns F — Impact of Social Action on Former Social Action Students
Read CHANGE! A Guide to Teaching Social Action
- Chapter 2A: Academic Course vs Co-Curricular (p. 29-31)
- Chapter 2B: Prerequisites (p. 32)
Reflect on Course Development Questions
Part (A)
If you know you will be using social action in an existing course that is already on the books, your biggest challenge with be that one-half of the previous course material and course time will have to be removed and replaced with social action (e.g., issue development, building power, tactics, and campaign launch & implementation).
- What course material is most essential for you to keep?
If you are creating a new class, take a look at page 29 of the CHANGE book about creative ways to get your course on the books.
If you are a staff member or student, you can possibly teach a course or co-curricular activity as well. See p. 30-31.
- Write one to three sentences on how you are thinking about organizing your class in terms of it being an academic course or co-curricular.
Part (B)
- What prerequisites, if any, should be attached to your class using social action?